Exploring beliefs in HS

It is a difficult thing to teach religious education at times. The saying goes that in polite company one does not speak of religion or politics. In my class those topics are impossible to avoid. Students come into my class with many preconceived notions. Those entering my Introduction to Christianity class are wary of proselytizing; Grade 9 students are quick to make sure I am teaching Hinduism correctly, and Christian students find it bothersome when their faith is tested by hearing a new philosophical or ethical idea. Balancing all of these concerns while still trying to teach a challenging and meaningful curriculum is a constant test for me as a teacher.

In my classes, I have to present systems of belief and practice that are cherished by billions of people around the world in a fair and accurate manner. The Grade 9 class is a sampling of the five major religions of the world. Students are encouraged to share their own experiences from growing up as a Hindu, a Jew, a Christian, a Muslim, or a Buddhist. Students carry out a variety of activities to demonstrate learning, including story writing, presenting seminars, studying the scriptures of various religions, analyzing movies, and writing essays. In one assignment, students have choices to demonstrate their learning about the five pillars of Islam. One option is to write a formal essay, another is to write a story about a Muslim demonstrating how the five pillars affects his/her life, and a third is a short writing assignment and a piece of art showing the five pillars. Students gravitate towards which option fits their learning style and preference and all three have produced quality results.

In the Introduction to Christianity course, we mix the study of the foundation and development of Christianity with explanations of modern practices and beliefs. One popular assignment is to visit local churches on Sundays in order to observe different worship styles. When I hear students comment after they observe charismatic Christians dancing passionately one week and a high liturgical Mass another week, I can see that they learn more from these experiences than from any amount of reading about worship styles.

Greg Miller, HS Religious Education teacher